Divergent Thinking Study In High School Chinese Teaching

Divergent thinking, which is the core of innovative thinking, plays a crucial role in fosteringstudents’ innovative thinking. Teaching of divergent thinking in classroom has been a long history. In theprimary stage, divergent thinking, as a kind simple teaching method, was applied in certain part of teachingmaterial or in a separate teaching step. For instance, some teachers applied divergent thinking to teachingof composition. Due to its limited scope of application, divergent thinking hasn’t been promoted in largescale. Some theoretical and empirical studies of application of divergent thinking to Chinese teaching needsfurther exploration in academic field, which is shown in the following four aspects concretely:1) As aspecial thinking, the unique value of divergent thinking has been recognized, but there still exist somecontroversies on how to define it from the perspective of theory.2) In academic field, studies in applicationof divergent thinking to teaching of Chinese, especially to Chinese of high school, have not been paidenough attention.3) Chinese teachers, especially working in high school, have not been recognizedsufficiently functions of divergent thinking in practical teaching, and the relevant teaching experiments andpractices needed be done further.4) In theory, it needs to systemize theoretical results of application studyof divergent thinking on Chinese teaching of high school further.Divergent thinking, as one of ways of human thinking, has unique thinking procedures, whichrequires to break accustomed thinking models, thinking from multiple dimensions and in an innovative wayin the course of thinking. Therefore, with this kind of thinking model, the subject of thinking could thinkabout relevant problems in a divergent, comparative and reverse way. Introducing divergent thinking toChinese teaching could improve teaching effects, and enrich teaching contents and perfect teaching steps aswell as cultivating abilities of innovative thinking. Finally it can realize the goal of improving students’literature quality.In the process of study, author found out there doesn’t exist barriers to apply divergent thinkingto Chinese teaching in primary and secondary schools, however, it is not easy to apply widely divergentthinking to Chinese teaching of senior school because of college entrance examination, which is like abeacon of navigation in education field of China, influencing the current Chinese teaching so greatly. Students’ thinking competence gets into a critical period of development in the stage of seniormiddle school, and degree of development of their thinking ability will influence their future life. Thereforeit is very necessary to pay more attention to cultivating and improving thinking abilities in the period ofsenior middle school, especially, development of innovative thinking is the most important.Divergent thinking, as the core of innovative thinking, has a wide space for application onChinese teaching of school. As long as Chinese teachers have courage to break old thinking set and dareto apply divergent thinking to teaching, cultivating innovative ability won’t empty talk.Author found that there exist two extremes in previous researches on Chinese teaching: Firstly,research results of the teachers who are working in senior schools are mainly about methods of teachingpractice and summarize teaching experiences or reflection after teaching, comparatively, their research andexploration are very insufficient in the aspect of theory.Secondly, some teaching-research staff and college teachers, who lack teaching experiences ofworking in high school, have deep studies in the aspect of theory, while their study results haven’t beenverified by practice due to that they have not firsthand teaching experiences in high school.In this study, author does this study by adopting approach of integrating theory and practice,basing on personal practice experiences of teaching Chinese on divergent thinking in recent several years aswell as referring to some successful teaching cases in teaching practice of new curriculum reform, what’smore, this study is done under guideline of advanced education theory and in pursuit of innovation onpractice. In process of study, author achieved a good teaching effect by applying theory to teaching practice.On the aspect of theoretical study, author attempts to make innovation by combining the latest theories ofChinese teaching with psychology knowledge, intergrating the latest results in thinking field and researchof the current Chinese teaching.Practice shows that only combining teaching theories and teaching practice, that’s to say,applying education theories to teaching practice and verifying theories through practice, innovation anddevelopment of Chinese teaching could be realized. Combining divergent thinking and Chinese teaching ofmiddle school can meet the requirements of national curriculum reform, and be also very important forcultivating innovative thinking and improving literature quality. Therefore, it is very significant to carry out teaching of divergent thinking on Chinese in high school and do relevant studies.